The Impact of Touchscreens on Early Learning: A Meta-Analysis.
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| Title: | The Impact of Touchscreens on Early Learning: A Meta-Analysis. |
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| Authors: | Taheryan, Atefeh1 (AUTHOR), Song, Kim Mi1 (AUTHOR) mkim574@uwo.ca |
| Source: | Journal of Research in Childhood Education. 2026, Vol. 40 Issue 2, p303-326. 24p. |
| Subject Terms: | *Early childhood education, *Psychological feedback, *Educational outcomes, *Educational technology, *Interactive learning, Touch screens |
| Abstract: | Due to their interactive features, touchscreen technologies are used prevalently among young children. Many early childhood education (ECE) studies have been conducted on the impact of touchscreens on early learning, but these studies have reported divergent findings. Further, there is a dearth of research investigating the factors contributing to the improvement of early learning with touchscreens. To fill these gaps, our meta-analysis examined 57 empirical articles to investigate the pooled effect of touchscreen technology on early learning and potential moderators on early learning with touchscreens. The findings showed a significant learning effect linked to touchscreens (d = 0.48). Additionally, the analysis of moderators indicated that learning domains, feedback from adults, and the level of touchscreen integration played a moderating role in the impact of touchscreens on early learning. A discussion with implications and future research is provided. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Due to their interactive features, touchscreen technologies are used prevalently among young children. Many early childhood education (ECE) studies have been conducted on the impact of touchscreens on early learning, but these studies have reported divergent findings. Further, there is a dearth of research investigating the factors contributing to the improvement of early learning with touchscreens. To fill these gaps, our meta-analysis examined 57 empirical articles to investigate the pooled effect of touchscreen technology on early learning and potential moderators on early learning with touchscreens. The findings showed a significant learning effect linked to touchscreens (d = 0.48). Additionally, the analysis of moderators indicated that learning domains, feedback from adults, and the level of touchscreen integration played a moderating role in the impact of touchscreens on early learning. A discussion with implications and future research is provided. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02568543 |
| DOI: | 10.1080/02568543.2025.2455634 |
